Chapter One, The Bridges of Theory and Practice

Brameld, Theodore.  (2008).  The use of explosive ideas in education:  Culture, class, and evolution.  New York:  The New Press.

“Assuming that philosophy is the most comprehensive of all forms of theory, how does one relate to practice so that theory makes a real difference to practice and is in turn improved by practice?”

“Do [teachers] always understand why they are doing what they do?  Do they clearly grasp the purposes for which they act as they act?  Do they perceive the network of relations of the particular facts or skills that they teach to the more general obligations of education?  Above all, do they recognize that education is never just an activity in and for itself but is, rather, an invention of the human species designed to improve its lot in the wider environment of society, nature, and even the universe?” (p. 5)

“How is it possible to bring philosophic theories into dynamic connection with theories of, let us say, science or art?  How, in turn, are these theories to be related to the practice of particular sciences or particular arts?  And, finally, how can philosophy, the sciences, and arts come to bear directly upon the myriad activities of classrooms, playgrounds, administrative offices, and the communities that support all of these activities?”  (p. 7)

“For what we are urging, along with specialization in philosophy, science, art, and education is interspecialization — in short, a way by which each particular field can be brought into relationship with other fields.  Let us call this the multidisciplinary approach.”  (p. 7)

“The model we choose to construct consists of three interconnected bridges.  On the left is the bridge of the arts and sciences:  the great body of theory, knowledge, and creative achievement encompassed by these fields.  On the right is the bridge of educational practice:  the daily work of the student, teachers, and administrator — in short, the program of the typical college and school.  In the middle is the bridge of philosophy:  it connects the disciplines of the sciences and arts on the left side of the model with educational practice on the right side.”  (p. 9)

“But what do all three connecting brides connect with in turn?”  (p. 9)

The Bridge of Philosophy

“Philosophies of education, as they are traditionally studied, tend toward this [comparative systems of Western philosophy] latter form.  Students are exposed to so-called systems under such rubrics as idealism, realism, pragmatism, scholasticism, and now quite often, existentialism and logical positivism.”  (pp. 11-12)

“Granting, of course, that the very notion of usefulness may seem anathema to purists of philosophic lore, how can philosophy become more useful?”  (p. 12)

“What then, more specifically, is the role philosophy performs in its mediating station between the arts and sciences, on one side, and professional practice, on the other side?”  (p. 12)

The Bridge of Arts and Sciences

“What then, is most relevant?”  (p. 14)

“But what explosive ideas?”  (p. 14)

The Bridge of Educational Practice

“While it is surely true that theory, especially philosophic theory, clarifies practice, we should never forget that the application of philosophy to institutional experience pays rich dividends back into philosophy.”  (p. 15)

“What then shall we say is the rationale of this book?”  (p. 15)

“It includes three indispensable bridges of knowledge and experience:  (1)  explosive ideas from the arts and sciences, (2) philosophies of education, and (3) representative practices of education.”  (p. 15)